School: Grade Level: ONE

GRADE 1 Teacher: Learning Area: CATCH-UP FRIDAY

CATCH-UP FRIDAY Teaching Dates and Time: FRIDAY Quarter: THIRD

Catch-Up Friday

NRP (National Reading Homeroom

Values Education Health Education Peace Education
Program) Guidance Program

I. OBJECTIVES

To set the overarching Determine your

A. Content The learner activates prior To prepare the learner's
goal and tone for Catch- To reflect on learning newly-discovered
Standards knowledge to spark them physical state to prevent
up Fridays, emphasizing experiences in Peace knowledge and skills
interest and motivate them to injuries and improve blood
the holistic development Education to perform
read. flow
of individuals. better in school
The learner develops various Show appreciation of
To engage learners in
reading skills to improve their To consolidate your newly-
B. Performance reflective activities that
vocabulary, learn new words Give reflection on the information gained from discovered
promote self-discovery
Standards and expressions, and enhance learning experience the learning session in knowledge and skills
and informed decision-
their creativity and Peace Education to perform better in
making
imagination. school
Provide the learners the
C. Learning chance to reflect. develop a To foster a collective Perform a school task
To consolidate To reflect on learning
Competencies/ deeper understanding of the environment for using your newly-
information gained from experiences in Peace
Objectives text, and promote the use of reflection and open discovered
the given activity Education
language or newly learned communication. knowledge and skills
words creatively.
Sexual and
Respect Community Awareness
CONTENT Reproductive system
Reading Intervention (How to become (Knowing the members Be Aware! Stay Safe.
( Subject Matter) (Safe and unsafe touches
respectful children) of the community)
of the body parts)
II.LEARNINGRESOUR
CES
A. References
1.Teachers Guide pages

“Moral Stories - Community Helpers

Respect Elders & All” for Kids | Jobs &
Occupations for
Preschool and
Kindergarten | Kids
Academy Homeroom
The Respectful Prince and Guidance
2.Learners Material
the Dwarves Quarter 3 – Module
6:
Learning is Fun!

https://
www.youtube.com/
watch?v=jt2q1cHsH6E
https://
https://
www.youtube.com/watch?
https:// preschoolmom.com/wp-
v=v0IGFWtPjx8
mentalhealthcenterkids.c content/uploads/
https:// om/blogs/articles/ PMom/
https://
B. Other Learning freestoriesforkids.com/ respect-activities-for- CommunityHelper/
www.ymcapkc.org/blog/
children/stories-and-tales/ kids# CommunityHelperWord
Resources teaching-kids-about-body-
respectful-prince-and- wallPack.pdf
safety-6-tips-teach-
dwarves https://
children-about-their-
www.youtube.com/ https://jbms.in/
bodies-and-boundaries#
watch?v=GkipANiBspE importance-of-
community-workers-
and-their-roles/

III. PROCEDURES
Begin with classroom Begin with classroom Begin with classroom Begin with
routine: routine: routine: classroom routine:
a. Prayer a. Prayer a. Prayer a. Prayer
Begin with classroom
b. Checking of b. Checking of b. Checking of b. Reminder on
routine:
Attendance Attendance Attendance Health and
a. Prayer
c. Quick Kamustahan c. Quick c. Quick Safety protocols
b. Checking of
Drill: Guess the Word Kamustahan Kamustahan c. Checking of
Attendance
Attendance
c. Quick
STORY: THE Introduction Friday Routine Exercise d. Quick
Kamustahan
RESPECTFUL PRINCE Kamustahan
AND THE DWARVES Discussion: Facilitate a New Jeans - Super Shy |
Preparation and
discussion about the Dance Fitness A. Let’s Try This
Settling In
meaning of respect using Suggested Time
a web organizer. Ask Current Health News Allotment: 10
Welcome: Greet
A. students to provide Sharing minutes
students warmly and
examples of how they With the help of your
express your excitement
show respect in their Brainstorming parents or guardian,
for the lesson.
daily lives. Discuss the Divide students into do the following:
importance of respect to groups and let the students • From the table
Warm-up Activity:
in their lives. report on the benefits of below, identify the
Play a "Get to Know
eating fruits and skills of the person
You" game where
Story Time: Begin by vegetables on a daily shown in the picture.
students will share their
PRE-READING letting them view a short basis. • Write the letter of
insights from the short
1. Activating Prior story about respect. your answer on a
video to be played by
Knowledge: Discuss Briefly tell the students Concept Exploration clean sheet of paper.
the teacher which
that they are going to Present a picture of a
experiences with feelings involves the different
watch a short story temple and children’s
like sadness, anger, and workers in the
which is entitled “Moral body parts. Let the
happiness. Ask students if community.
Stories - Respect students understand that
they have ever felt unsafe or Elders & All” both the temple of God
Concept Exploration
uncomfortable at school. and our body are needed
The teacher will be
Briefly introduce the concept Reflective Thinking to be kept clean and
showing pictures of the
of respect without using the Activities secured by understanding
different workers in the
the safe and unsafe
specific term. community and the
The teacher will let the touches of anyone’s body
students will identify
students to raise a green parts.
2. Building Background these pictures.
flag of the picture shows Let’s Explore This
Knowledge: Show pictures of a respectful kid and a Reflection and Sharing Directions: With the
different hairstyles (e.g., red flag if it is not. help of your parents
straight, curly, braids). Safe and Unsafe Touches or guardian, do the
Discuss how people can look following and answer
different and how it's okay to Discuss age-appropriate the processing
pictures that highlights questions on a clean
be unique. Explain the
safe and unsafe touches of sheet of paper.
importance of treating body parts. • Draw a circle.
everyone with respect, even if Structured Activities • Inside the circle,
they look or act differently write one (1) newly-
than you. Cut out strips of discovered
construction paper and knowledge and
3. Introducing Key distribute them to Knowing the members skill. Example: learn
Vocabulary: Define and students. Ask them to of the community how to write, to draw,
discuss words like write down one action or to read.
"feelings," "sadness," that they can take to Importance of • Color your work
promote respect in their Community Workers and put a title on it.
“happiness", “angry,"
homes, in the school and and Their Roles Example “Me and
"unfair," "kind," in the community. The teacher will discuss My Skill”
“disrespectful”"respectful." the importance as well • You may also think
Use role-playing or picture Group Sharing as the roles of of other title for your
prompts to illustrate the Let the students make a Engage the students to community workers work.
meaning. poster or slogan that participate by sharing their through a PowerPoint
depicts respect. personal experiences presentation.
4. Setting Reading Goals: regarding the topic. Keep in Mind
Tell students they will listen Feedback and
Reinforcement Progress Monitoring Learning new things
to the story and think about
Wrap Up through Reflection and is fun!
how the prince in the story Provide positive Sharing
Remind students that it is
demonstrated the value of feedback: Appreciate Directions: While
okay to have questions
respect. students' participation about the safe and unsafe Personal Action staying at home
and effort throughout the touches of their bodies and Brainstorming: Ask during quarantine
B. DURING READING: lesson. Highlight students to brainstorm period, you can still
that they can always talk
1. Modeling Fluent specific examples of to a trusted adult if they individual actions they make the most of
Reading: Read the story how they demonstrated need more information. can take to promote your time discovering
expressively. Pause at key respect during the respect to the different new knowledge and
points to ask questions activities. community workers. skills with
like: “If you were the the help of your
dwarf, how would you Collective Action parents or guardian.
react to the attitude of Brainstorming: Discuss These may include:
the princes?” Encourage ways to promote respect • Learning how to
 students to share their within the community, draw, write, and read
thoughts and feelings. particularly to • Counting numbers
community workers. • Solving math
problems
C. POST READING: Wrap Up • Reciting a poem.
Review and Sharing:
1. Reviewing Key Briefly review the key
Points: Briefly summarize concepts on You Can Do It!
the story, emphasizing the understanding and Directions: Based on
consequences of the actions showing respect to the your answer on the
different community activity “Let’s
of the two princes towards
workers. Allow students Explore This,”
the dwarves. Discuss the to share their reflections perform the
importance being respectful and ideas from the newly-discovered
at any time and in any place. worksheet or knowledge and skill
brainstorming sessions. that you have written
2. Reflecting on inside the
Reading Experience: Ask circle.
students to choose who
among the two princes is
What I Have
worth emulating. Encourage
Learned
them to share their
experiences in which they Directions: With the
become respectful or help of your parents
disrespectful to other or guardian write
people. your answers on a
clean sheet of paper:
A. Identify the
skills shown in the
pictures.
Share Your
Thoughts
and Feelings

Directions: With the

help of your parents
or guardian, complete
the following
statements. Write
your answer on a
clean sheet of paper.

During this
quarantine period,
there are many things
that I can discover
like
_________________
_________________
_____
_________________
_________________
_________________
_____
I will use my newly-
discovered
knowledge and skills
to ___
_________________
_________________
_________________
_____
I feel
_________________
____ knowing my
newly-discovered
knowledge and skills.
 V.REMARKS

VI.REFLECTION
A..No. of learners who
earned 80% in the
evaluation
B..No. of learners who
require additional
activities for remediation
who scored below 80%
C…Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
D..No. of learners who
continue to require
remediation
E..Which of my teaching
strategies worked well?
Why did these work?
F..What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G..What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Noted By:

Teacher Principal